2.The third grade students will recognize that there are seven continents on Earth,
to be used in a later unit.

3.The third grade students will play a game to comprehend what a continent is.

4.The third grade students will draw a picture of a continent and tell what makes
it a continent.

5.The third grade students will show understanding of what a continent is.

6.The third grade students will show understanding of what an island is.

7.The third grade students will show understanding of what a peninsula is.

8.The third grade students will identify what a mountain, volcano, and hill are.

9.The third grade students will in a group create a model of either a mountain,
volcano, or a hill.

10.The third grade students will compare the similarities of their models.

11.The third grade students will draw a picture of a mountain, volcano, and a hill on their own and
identify the different parts.

12.The third grade students will identify what prairies, deserts, and forests are.

13.The third grade students will listen to books on prairies, deserts, and forests paying close attention
to the landscapes.

14.The third grade students will look at pictures of prairies, deserts, and forests and find similarities
and differences between them.

15.The third grade students will create a model of each habitat.

16.The students will read a book, that takes place in either a prairie, desert, or forest, to connect
to people that live in different habitats.

17.The students will complete a project in their group to share with the rest of the class what their
book was about and what they learned about the habitat that their story took place in.

2.Rationale

Students need to understand
the components of the world around us as a stepping stone to understanding other latter units that deal with landforms.

3.Content Outline

Lesson 1: Continents: The students will be learning what continents are
through discussion and through playing a game that asks questions that review what they already know about bodies of water
and about continents.They will draw a picture of a continent and tell what makes
it a continent.

Lesson 2: Islands and Peninsula:
The students will be learning what islands and peninsulas are through an outdoor game in which they pretend to be land and
move around to demonstrate continents, islands, and peninsulas.The students
will write about their desks being more like an island because they are small groups instead of one massive group of desks.

Lesson 3: Mountains, Volcanoes, and Hills: The students will make models
of either a mountain, volcano, or hill using clay.Then the students will discuss
the differences between them.Then the students will draw a picture of each and
point out the differences.

Lesson 4: Prairies, Deserts, and Forests:The students will be listening to stories that take place in these different areas and then discussing the differences.They will then each make a model of a prairie, desert, and forest.

Lesson 5: Prairies, Deserts, and Forests Reading Groups:The students will be choosing books that are appropriate for their reading level that have setting in either
a prairie, desert, or forest.

Culminating Activity: Sell Me Your Planet:This assessment has the student make their own planet with the different landforms that we have been discussing and
explaining them to sell their planet to the teacher.The will be making a flyer
with a picture of their planet and a description area to sell it to the teacher.

4.Sequential List of Lesson Objectives

Lesson 1: In this lesson the students will learn what a continent is.

Lesson 2: In this lesson the students will learn what an island is and
what a peninsula is.

Lesson 3: In this lesson the students will learn the differences between
mountains, volcanoes, and hills.

Lesson 4: In this lesson the students will learn what prairies, deserts,
and forests are.

Lesson 5: In this lesson the students will choose a book that takes place
in a prairie, desert, and forest.Reading of these books will help the students to understand
what a prairie, desert, or forest is.

Culminating Activity:This
activity will insure that the students have learned what the continents, islands, peninsulas, mountains, volcanoes, hills,
prairies, deserts, and forests are.

5.Pre-Assessment Plan

This unit will come after
a unit on bodies of water and the teacher will have an idea of how much the students know because of comments that have been
made throughout that unit.To check every students understanding the teacher
will give the students a blank map of the world and ask them to point out one continent, one island, and one peninsula.

Map of the World

Name ___________________________________________________________

Here is a map of the world.If you see a continent, island and/or peninsula please label them.

·Create and/or perform an artwork to communicate
for a given purpose with instructor direction

Behavioral
objective:

1.The third grade students will identify what
a continent is.

2.The third grade students will recognize that
there are seven continents on Earth, to be used in a later unit.

3.The third grade students will play a game
to comprehend what a continent is.

4.The third grade students will draw a picture
of a continent and tell what makes it a continent.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.There is no use of technology for this lesson.Family
involvement is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will ask the students to remember back to what the class has learned about different
types of water.Then the teacher will ask them: “What is an ocean?What is a lake?What is a river?How about a sea?”Then the teacher
will tell the students that: “Today we are not going to look at bodies of water are called anymore but instead at what
landforms are called.”Then the teacher will have the students open up
their Risk game boards; there will be one for each table.

RATIONALE

Understanding what continents are is a building block to understanding other bodies of land.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Large group:

Inquiry Method

Small Group:

Play a game

Individual:

Draw a picture

The students will be using the inquiry method throughout the lesson to discuss what they already
know and what they are learning about continents.

In small table groups the students will play a game to better understand what continents are (see
attached instructions).

Individually the students will be asked to draw a picture of one of the continents and be asked
to write on the back of the sheet, what makes it a continent.

LEARNING

EXPERIENCES

Students will actively engage in their own learning by…

Discussing what they had learned from prior
classes about bodies of water.

Discussing what a continent is.

Playing a game (instructions to hand out attached)

Drawing a picture of one of the continents and
writing down what makes it a continent.

For students that finish this early they will
choose from reading silently or drawing another picture of one of the continents.

MONITORING

To monitor the class and their learning the teacher will walk around the classroom to see if the
students are on task.The teacher will regularly assess for students learning
through general questions.Students will be asked if they have any questions
related to the material.The teacher will also listen in on group conversations
to monitor their understanding.

CLOSING

CLOSURE

The students will be asked to think of what they know about islands for the next day’s lesson.

ASSESSMENT

STRATEGIES

The teacher will regularly assess for understanding by asking questions.The teacher will assess for individual understanding by collecting the students drawings of a continent
and short paragraph that tells what makes it a continent.

FOLLOW-UP

The following day they student’s will be discussing what islands are and what peninsulas
are.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

Cotinent

Game:

Today we are going to play
the continent game.Some of you may have played a game with this game board before
but today we are going to use if for a new game.The object of this game is to
correctly answer the questions and be the first one in your group to place your game pieces on one of the continents.

Materials you should have
in front of you:

1 game board

4 different color groups (brown,
red, blue, and orange).Each color group should have 10 pieces

Stack of game trivia cards

One die

Set up:

The way that you pick your color
is, roll the dice.The person with the largest number picks first, the second
largest picks second and so on. The colors go with the colors on the board (ex: orange is North America).There are the least amount of spaces on South America (red)
with only 4 areas, because of this have the brown player and blue player put 2 of their game pieces on an area.Have the orange player place 6 pieces on their area.This
will make it so that every person has to get 4 correct answers to win.

How to play:

The red player goes first,
and the person to their left reads the top card.The answer will be on the cards
also (so don’t let them see).If they get the answer correct then they
get to put a game piece on their continent.If they miss the answer then they
do not get to put a game piece down.Either way the play moves to the left.The person to their left reads the question for them.This continues until someone has game pieces on their continent, this person is the winner.

If there is time then play the game
again!

Game questions:

Q: What is a large continuous land
mass called?

A: A continent

Q: What is a great expansive body
of salt water?

A: An ocean

Q: How many continents are there
on Earth?

A: 7 (don’t forget about Antarctica
in the very south of the world)

Q: What is a large inland body of
fresh water or salt water?

A: A lake

Q: What is a large area of a sea
or ocean partially enclosed by land?

A: A gulf

Q: How many oceans are there
on Earth?

A: 5

Q: What is a large natural stream
of water emptying into an ocean, lake, or other body of water?

A: A river

Q:Something that is uninterrupted and attached together is?

A: Continuous

Q:What is the smallest continent?

A: Australia

Q: 3 countries make up North America
they are, Mexico, The United States, and which other country?

A: Canada

Q: True or False: Africa
is South of Europe?

A: T

Q: What continent would you find
Giraffes?

A: Africa

Q: What is a long passage of water
connecting two larger bodies?

A: A sound

Q: What continent do we live on?

A: North America

Q: What is a sheltered part of a
body of water deep enough to provide anchorage for ships?

A: Harbor

Q: Fill in the blank.A continent is a large ___(blank)_______ land mass.

A:Continuous

Q: What is the solid ground on Earth
called?

A: Land

Q: Europe is east or west of Asia?

A: West

Q: What is a continent?

A: A large continuous land mass

Q: What continent would you find
kangaroos on?

A: Australia

Lesson 2

Islands and Peninsulas

PLANNING

LEARNING

TARGETS/EALR(s)

Essential/Driving
Question: What is the difference between continents, islands, and peninsulas?

Writing:

EALR
2. The student writes in a variety of forms for different audiences and purposes.

§(3, 4, 5) List similarities and model and what the model represents.

EALR
4 – The student effectively analyzes health and safety information to develop health and fitness plans based on life
goals.

Component
4.1: Analyze health and safety information.

4.1.1
Identify how fitness and healthy living are important for life goals.

§Use safety principles when performing age appropriate
activities.

Behavioral
objective:

1.The third grade students will show understanding
of what a continent is.

2.The third grade students will show understanding
of what an island is.

3.The third grade students will show understanding
of what a peninsula is.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.This lesson does not use technology.Family involvement
is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will have the students go outside.Once
outside the teacher will ask the students to: “close your eyes and imagine that you have been out in the ocean for weeks
on a small raft because the boat you were on broke down.They come across some
land.Is it a continent?Is it an
island?Is it a peninsula?What
is a continent?What is an island?What
is a peninsula?”Then the teacher will have the student open their eyes.

RATIONALE

Students need to understand what islands and peninsulas are to understand the landforms on Earth.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Large group:

Inquiry Method

Movement

Individual:

Writing

The teacher will use the inquiry method throughout the lesson to allow the students to discover
their own answers.

The students will move around as a large group to demonstrate being a continent, island, or a peninsula.

The students will individually write a statement on if they believe that their desks would be considered
continents, islands, or peninsulas if the floor was water.The students will
also explain why they answered the way they did.

LEARNING

EXPERIENCES

Students will actively engage in their own learning by…

1.Discussing with
classmates what a continent is, an island is, and a peninsula is.

2.Pretending that
grass outside is water and by coming close together and pretending that they are land to demon straight what a continent is.

3.Breaking into
small groups to demonstrate what an island is.

4.Forming back
into a continent.

5.Having one or
two groups become “islands” while the rest of the class stays as a “continent.”

6.Forming a group
that is connected to the continent but that sticks out and has “water” on 3 sides of the “peninsula”

7.Looking at a
map of WashingtonState and the United States and discussing examples of islands, and
peninsulas.

8.Writing what
they believe their desks are grouped as, a continent, an island, or a peninsula and why the believe this.

9.For students
that complete this task early can write a journal entry about a trip they have been to that was on an island or a peninsula
or they can make up their own fiction tale of how they were stranded on an island.

MONITORING

To monitor the class the teacher will tell the students what land mass they are supposed to be
and see if they students physically move where they are supposed to.The teacher
will also listen to the answers that the students are giving her, and she will make sure that she gives time for all students
to think about the questions.

CLOSING

CLOSURE

The students will decide if their desks are more like continents, islands, or peninsulas in the
room and write down why they think this.

ASSESSMENT

STRATEGIES

The teacher will collect their answer to the desk question.The teacher will also assess the students’ movement as they move throughout the exercise to check for comprehension.

FOLLOW-UP

The following day they student’s will be discussing more land masses and they will be asked
to remember what characteristics make up the continents, islands, and peninsulas.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

Lesson 3

Mountains, Volcanoes,
and Hills

PLANNING

LEARNING

TARGETS/EALR(s)

Essential
/ Driving Question: What are the similarities and differences between mountains, volcanoes, and hills?

1.The third grade students will identify what
a mountain, volcano, and hill are.

2.The third grade students will in a group create
a model of either a mountain, volcano, or a hill.

3.The third grade students will compare the
similarities of their models.

4.The third grade students will draw a picture
of a mountain, volcano, and a hill on their own and identify the different parts.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.There is no use of technology for this lesson.Family
involvement is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will have the students remember back to the lesson before on islands and peninsulas.Then the teacher will ask them: “if you remember that at the beginning of that
lesson that we were stranded on a raft and they came to land.Well this land
was a peninsula.Who can tell me what a peninsula is?”Then the teacher will say: “Does the peninsula have mountains on it, what about a hill, what about
a volcano?”What are the similarities between these three landforms?What are some differences?

RATIONALE

Mountains, Hills, and Volcanoes are important landforms that we find on the Earth, and the students
need to understand what the differences are between them.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Large group:

Inquiry Method

Small Group:

Build a model

Individual:

Draw a picture

The students will be using the inquiry method throughout the lesson to discuss what they already
know and what they are learning about mountains, volcanoes, and hills.

In table groups the students will be given directions to build either a mountain, volcano, or hill
out of clay.They will have to make observations about their model to tell the
class.

Individually the students will be asked to draw a picture of a mountain, volcano, and hill and
identify the differences.

LEARNING

EXPERIENCES

Students will actively engage in their own learning by…

1.Discussing what
they had learned from prior classes about continents, islands, and peninsulas.

2.Discussing what
a mountains, hills, and volcanoes are.

3.Make a model
of a mountain, hill, or volcano.

4.Make observations
about their model.

5.Share their model
with the class.

6.Discuss with
the class the differences and similarities between the different models.

7.Drawing a picture
of a mountain, volcano, and hill and identify the differences between them.

8.For students
that finish early they can draw another picture, or they can silently read.

MONITORING

To monitor the class and their learning the teacher will walk around the classroom to see if the
students are on task.The teacher will regularly assess for students learning
through general questions.Students will be asked if they have any questions
related to the material.The teacher will also listen in on group conversations
to monitor their understanding.

CLOSING

CLOSURE

The students will draw a picture of a mountain, volcano, and hill and identify the differences
between them.

ASSESSMENT

STRATEGIES

The teacher will regularly assess for understanding by asking questions.The teacher will assess for individual understanding by collecting the students drawings of the mountain,
volcano, and hill with the differences between them written.

FOLLOW-UP

The following day the students will be discussing other landforms: forests, deserts, and prairies.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

1.The third grade students will identify what
prairies, deserts, and forests are.

2.The third grade students will listen to books
on prairies, deserts, and forests paying close attention to the landscapes.

3.The third grade students will look at pictures
of prairies, deserts, and forests and find similarities and differences between them.

4.The third grade students will create a model
of each habitat.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.There is no use of technology for this lesson.Family
involvement is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will ask the students to: “Remember back to the peninsula that they came across
a few days ago.The one with a volcano on it.”This peninsula is covered with I beautiful forest.What is
a forest?What would it look like?What
if it was a prairie instead?What would that look like?How about a desert?What would that look like?Then the teacher will read: A Little Prairie House (Little House) by Laura Ingalls Wilder, Forest Bright, Forest Night (Sharing Nature with Children Book)by Jennifer
Ward, and Deserts by Gail Gibbson, asking the students to pay close attention to the landscapes.Then the teacher will lead a discussion on the similarities and differences of the landscapes.Make sure to tell the students that there are more than one type of forest and that later the will be taken
a closer look at some of them.

RATIONALE

Prairies, forests, and deserts are important landscapes that we find on the Earth, and the students
need to understand what the differences are between them.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Large group:

Inquiry Method

Listen to stories

Individual:

Make a model

The students will be using the inquiry method throughout the lesson to discuss what they already
know and what they are learning about prairies, forests, and deserts.

The students will be listening to stories that are set in and describe what prairies, forests,
and deserts are.

Individually the students will be asked to make a model of a prairie, forest, and desert.

LEARNING

EXPERIENCES

Students will actively engage in their own learning by…

1.Discussing what
they had learned from prior classes about mountains, volcanoes, and hills.

2.Discuss the similarities
and differences between forests, deserts, and prairies.

3.Make a model
of a forest, desert, and prairie:To do this each student will be given three
plastic cups, dark soil, broccoli (for trees) and/or model trees, dots (green and yellow for mountains), dry dirt, model cactuses,
model sagebrush, or balls of green fabric that is formed like sagebrush, grass, and glue make everything stay inside the cup.

4.For students
that finish this task early they will be asked to write down what are the characteristics of these three different landforms,
and what are the similarities between them.

MONITORING

To monitor the class and their learning the teacher will walk around the classroom to see if the
students are on task.The teacher will regularly assess for students learning
through general questions.Students will be asked if they have any questions
related to the material.The teacher will also listen in on group conversations
to monitor their understanding.

CLOSING

CLOSURE

The students will make their models of a forest, desert, and plains using the materials that they
are given.

ASSESSMENT

STRATEGIES

The teacher will regularly assess for understanding by asking questions.The teacher will assess for individual understanding by collecting the students models of the three landscapes.

FOLLOW-UP

The next day students will be choosing books to read in there book groups that deal with prairies,
deserts, or forests.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

Lesson 5

Prairies, Deserts, and
Forests Reading Groups

PLANNING

LEARNING

TARGETS/EALR(s)

Essential
/ Driving Question: What are prairies, deserts, and forests?

1.The students will read a book, that takes
place in either a prairie, desert, or forest, to connect to people that live in different habitats.

2.The students will complete a project in their
group to share with the rest of the class what their book was about and what they learned about the habitat that their story
took place in.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.There is no use of technology for this lesson.Family
involvement is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will have the students get into their reading groups.Then the teacher will give each group a picture of a prairie, desert, and forest.The teacher will have the students discuss the similarities and differences between the three different landforms.Then group by group the teacher will discuss their book choices.The lower reading group will choose between:A. These Happy
Golden Years (Little House) by Laura Ingalls Wilder for age group 4-8 years old B. Ali, Child of the Desert by
Jonathan London, and C. How the Forest
Grew by William Jaspersohn.The middle group will choose between: A: Little Town on the Prairie (Little House)
by Laura Ingalls Wiler for age group 9-12.B. The Secret of the Desert Stone
by Frank Peretti, and C. Tales of DarkForest Trollogy by Barlow.The higher group will choose between:A. Riddle of the Prairie Bride by Kathryn Reiss.B.
Explores Wanted! In the Desert by Simon Chapman, and C. The Light in the Forest by Conrad Richter.The
students will choose how they want to share their book with the rest of the class during another class time after they have
started their reading.

RATIONALE

Prairies, forests, and deserts are important landscapes that we find on the Earth, and the students
need to understand what the differences are between them.Also reading creates
connections for the students.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Small group:

Discussion

Choose a book

The students will discuss the pictures and the characteristics of a prairie, desert, and forest.

The students will chose what book they want to read are form smaller groups within the larger reading
group according to the book they have chosen.

LEARNING

EXPERIENCES

Students will actively engage in their own learning by…

1.Discussing pictures
on prairies, deserts, and forests.

2.Listening to
the presentation on the different books that are available for their group.

3.Choosing the
book that they want to read.

4.Figuring out
a timeline on when they need to have the book read by.

5.For groups that
get done early they can discuss the pictures on prairies, deserts, and forests and if they are done with that then they can
individually write a short story that takes place in one of these habitats.

MONITORING

To monitor the class and their learning the teacher will walk around the classroom to see if the
students are on task.The teacher will regularly assess for students learning
through general questions.Students will be asked if they have any questions
related to the material.The teacher will also listen in on group conversations
to monitor their understanding.

CLOSING

CLOSURE

The students will discuss in the small groups a schedule to complete their book in two weeks.

ASSESSMENT

STRATEGIES

The teacher will regularly assess for understanding by asking questions.The teacher will assess for book reading after the students present their book to the rest of the class.

FOLLOW-UP

The students will be completing a culminating project to insure that they understand what continents,
islands, peninsulas, mountains, volcanoes, hills, prairies, deserts, and forests are.There will also be more lessons on landforms, looking at plateaus, buttes, and mesas next.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

7.Accommodations for Diverse Learners

Accommodations for Diverse Learners

There
are many things that can be done in a classroom to help students learn.

Among
them are:

•Establish rules in the classroom.

•Be consistent in applying the rules to every person all the time.

•Interact with the student by: eye contact, calling their name etc.

•Place student in the front, or near positive peers, or in low distracting
areas.

•Reduce external visual & auditory stimuli.

•Repeat & have the student paraphrase the directions.

•Give short directions.

•Use predetermined signals.

•Use multiple modalities for different learning styles.

•Have natural & logical consequences for behavior modification.

•Develop learning contracts with the student.

•Use environmental clues such as prompts, steps, written lists, schedules.

There
are many more things that can be done to help accommodate learning problems or differences in students. Asking for help from
the professionals in the school or other teachers is always a good plan as well. Essentially, being aware of who is in the
class and what specifically would help him/her, and then doing that accommodation, is necessary in any successful classroom.

8.Technology

Technology is not needed
for this lesson.

9.Parent Involvement

The teacher will be including
that the class will be doing a unit on landforms for science, in the monthly newsletter.

10.Culminating activity for unit

Sell Me Your Planet:This assessment has the student make their own planet with the different landforms
that we have been discussing and explaining them to sell their planet to the teacher.The will be making a flyer with a picture of their planet and a description area to sell it to the teacher.

·Create and/or perform an artwork to communicate
for a given purpose with instructor direction

Behavioral
objective:

1.The third grade students will identify what
a continent, island, peninsula, mountain, volcano, hill, prairie, desert, and forest are.

2.The third grade students will draw their own
planet with landforms and explain what they are.

STUDENTS

The class is made up of 28 students.There are 15
male and 13 female students in the class.There are two ADHD students and three
students have a learning disability with reading.The classroom is arranged in
group seating, there are seven groups of four students.To help the ADHD students
and the students with learning disabilities, the teacher will move around the classroom, the teacher will pace the lesson
to help them comprehend what is being taught, and the teacher will use multiple modes of teaching by using visuals, handouts,
and telling the students what needs to be done.To assess for prior knowledge
of students the teacher will remind the students of the lesson that they did the day before.

CLASSROOM

The classroom rules were created by the students and the teacher at the beginning of the year.The rules are: respect others, listen and follow directions, use kind words/actions/
and manners, hands/feet/objects to self, use appropriate voice level.To manage
the classroom the teacher will monitor the whole class.The teacher will be consistent
with rules.The teacher will keep interventions brief, clear, and firm.The teacher will also use statements that preserve the student’s dignity.There is a star system in place for rewards for good behavior.There is no use of technology for this lesson.Family
involvement is not needed to complete this lesson.

INTRODUCTION

SET

The teacher will ask the students questions to review: “What is a continent?An island?How about a peninsula?What is the difference between a mountain, a hill, and a volcano?What defines a prairie?A desert? How about a forest?What are some examples of these that we have seen around us?

RATIONALE

It is important to assess that the students understand the concepts that we have been going over
before moving on to another concept.

BODY OF THE LESSON

INSTRUCTIONAL

STRATEGIES

Large group:

Inquiry Method

Individual:

Draw a picture

The students will be using the inquiry method at the beginning to review the concepts we have been
discussing.

To monitor the class and their learning the teacher will walk around the classroom to see if the
students are on task.The teacher will regularly assess for students learning
through general questions.Students will be asked if they have any questions
related to the material.

CLOSING

CLOSURE

The closing is the drawing of their own planet.

ASSESSMENT

STRATEGIES

The teacher will asses for understanding when the students are reviewing, by listening and observing
the students.The final assessment will be through their drawing of their own
planet.

FOLLOW-UP

The following lesson will be looking at different types of landforms: plateaus, buttes, and mesas.

AFTER THE LESSON

REFLECTION

Were my objective(s) appropriate for my students?Were
the procedures I used as effective as they might have been?Did I adequately
accommodate the learner’s needs?Were demonstrations relevant to student
learning?Did the teacher provide relevant examples to enhance student learning?What was done well by the teacher?Would
the teacher do this lesson again?

Sell Me Your Planet!!!!

We are going into the future.In the future people don’t buy houses any more, now they buy whole planets.You are a real-estate agent.You need
to create your own planet that you are going to sell to me.This planet must have at least 1 continent, 1 island, and 1 peninsula.It
must also have either a mountain, hill, or volcano (it can have more than 1).And
it must be either a desert planet, a plains planet, or a forest planet.

Because you are a real-estate
agent you need to create a flyer to sell your planet.You need to name your plant,
and land (such as the continent), and every mountain, hill, or volcano.You must
put these names on the picture.

You also need to tell me why I want
to buy your planet.What is the benefit to having a forest planet, or a plains
planet, or a desert planet (what are the differences)?

Also I might not be familiar
with all the parts of your planet, so you need to tell me what all the terms mean (like what is a continent?)

Create your planet on a blank
piece of paper and put your name on the back of it.

Don’t forget to price your
planet!

Good luck, I hope yours is the one
that I buy!

12.Materials List

Materials

Copies of the pre-assessment map

Map of the world

Risk game boards (one for each table)

Paper pieces for game pieces

Dice (for each table)

Stack of questions (for each table)

Copies of the directions for the Continent Game (for each table)

Paper

Ruler (for each table)

Lot of play dough

Cardboard for building on (one for each table)

Copies of instructions (each group gets one, make sure that there are at least one mountain, hill,
and volcano)

Were
my objective(s) appropriate for my students?Were the procedures I used as effective
as they might have been?Did I adequately accommodate the learner’s needs?Were demonstrations relevant to student learning?Did the teacher provide relevant examples to enhance student learning?What
was done well by the teacher?Would the teacher do this unit again?